Junior High School History Curriculum Of Emotional Education Theory And Implementation Strategies

As an important component of one's character, emotion plays a decisive role in human development. In the context of the examination-oriented education system, emotional education is absent. Thus elementary education reform takes students' emotional development as one important aim. "Middle school history curriculum standards" clearly requires emotional development. Meanwhile, new history teaching material puts special emphasis on emotion. Therefore, emotional education in middle school history course, the key factor of history course reform, is significant in implementing education for all-around development, improving students' aesthetic ability and in accomplishing the perfect unity of knowledge and emotion.Education is carried out under the guide of certain educational theory. Consequently, theoretical basis study should be taken as the prerequisite to emotional education. The theory concerning human beings, one important constituent of Marxism, is the-deepest-level theoretical basis of emotional education. Emotion, as a basic psychological process, is critical to human existence and development. Humanism, constructivism and the emotional education thinking preoffered by educators at all times and in all countries are theoretical bases and they should be explored and employed in a full way.Practice is critical to emotional education. Firstly, teachers' educational concept and roles should be up-dated. The student-centered educational concept should be established. Teachers and students are required to join together in emotional education. Teachers should be organizer, guider and cooperator of study rather than traditional knowledge instructor. Secondly, rich curriculum resources, emotional education factors, the internet resources and local resources should be employed to reinforce teachers' own emotional consciousness. Thirdly, the historical circumstances beneficial to emotional education should be created. Objectives should be used to establish certain circumstances;Linguistic art is tobe employed to describe historical circumstances;Historical pictures are to be used to re-present historical circumstances;Multi-media should be used to play up historical circumstances;Historical personage imitation should be adopted to construct historical circumstances;Social practice should be organized for students to experience historical circumstances. In addition, the evaluation methods of middle school history emotional education should be improved. For example, students should be encouraged and guided to experience success and various ways of evaluation should be adopted.